PHONOLOGICAL LANGUAGE DISORDERS IN ISCEMIC STROKE PATIENTS: A PSYCHOLINGUISTIC STUDY

Authors

  • Icha Fadhilasari Universitas Hasyim Asy'ari Author

DOI:

https://doi.org/10.25134/8ev1p242

Keywords:

aphasia, language disorders, phonological aberrations, psycholinguistics, ischemic stroke

Abstract

anguage disorders are much more complex than speech disorders. Language disorders in medical terms are called aphasia. Patients will have difficulty communicating and tend to fail in applying language skills. As a result, people with this disorder will experience linguistic deviations or deviations. This study aims to classify and describe language disorders experienced by ischemic stroke patients. The most visible symptom in ischemic stroke patients is very typical, namely phonological level deviations. By using a descriptive-qualitative method, this study places the subject with left hemisphere disorders, where this section in neurolinguistic studies has a function as a processing of one's linguistic abilities, such as phonological, morphological, syntactic, and semantic. The data of this research is the speech of a research subject who experienced an ischemic stroke. Data was collected by using observation, recording, note-taking, interviewing and elicitation techniques using picture media and a list of questions. The results of this study indicate that there are deviations at the phonological level, including (1) omission or simplification of phonemes, (2) replacement of phonemes, and (3) irregularities in the speech of ischemic stroke sufferers. So it can be concluded that language disorders at the phonological level are a form of errors and/or deviations that occur in a person with ischemic stroke caused by damage to cortical lesions in the left brain, precisely in Broca's area, which specializes in language production tasks.

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Published

04-12-2025

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Articles

How to Cite

PHONOLOGICAL LANGUAGE DISORDERS IN ISCEMIC STROKE PATIENTS: A PSYCHOLINGUISTIC STUDY. (2025). Fon: Journal of Indonesian Language and Literature Education, 18(1), 152-165. https://doi.org/10.25134/8ev1p242